OP6 : The ways to team up local teachers and English speaking teachers to provide effective and motivating English instruction in school

[OP6] These days, more and more native English speaking teachers are being recruited into the public school system. In what ways do you think native and local teachers can team up to provide effective and motivating English instruction in public school settings?



In Korea, parents are spending a lot of money to make English speaking environment. Thus, thesedays, many public school is recruiting English speaking teacher. Therefore local teachers and newly recruited English speaking teacher need to be harmonized to provide effective and motivating english education in one class or respective class.

Firstly, for the students who are not eligible for taking the class only with English, the local teacher and English speaking teacher teach students in one class. Once local teacher leads the class and English speaking teacher help students as an assistant teacher, and the next time, the English speaking teacher leads lecture with the same contents. At this time, local teacher would be an assistant teacher. This method would be effective when English speaking teacher teaches first and local teacher later. Because students at this stage need more help in Korean.

Secondly, if the students level is above beginner-able to understand lecture in English-then two same lecture with different language would be useful. In other words, local teachers teach specific details to students in Korean, first. The following lecture is by English speaking teachers in English about the same topic.This team teaching will be helpful to students so as to understand unfamiliar contents in Korean. After that, as teaching the same thing in English, the lecture will be more comprehensive, although there would be some part they cannot fully understand-because they already took the same class in Korean.

Thanks to fresh English speaking teachers, the options to variate English classes in order to improve the efficiency are enlarged. However, only when the class is balanced by established teachers and newly appointed teachers separately in one class and connectively in serial class.

Great ideas! By the way, in case of your first suggestion, what if students are discouraged to pay attention in former classes taught mainly by English speakers, being ensured that there will be another but same lessons in their mother tongue?

As we have difficulty understanding lectures in English, our students will have the same or more toturing time taking class in English. If the same content is taught twice, in English as well as in Korean, I am afraid that students are not willing to listen to the English Native teacher. Anyway, having a native speaker in class has a big advantage but making a good use of it is a different story. So we have to continue to think over how to make a efficient and realistic use of the advantageous chance.